EDUC 4606: Methods of Teaching Science Spring 2010 David L. Werner David.Werner@stockton.edu Room B103 Course Description: The Methods of Teaching Science course is in preparation for student teaching in the sciences.The course explores the objectives, methods, materials, techniques, and alternative models for teaching science. Selection and organization of materials, along with the development of one's individual teaching style, are emphasized. Co-requisite:EDUC 4120 and EDUC 4600 Required Texts: Llewellyn, Douglas Teaching High School Science Through Inquiry: A Case Study Approach. Corwin Press, 2005.ISBN #978-0-7619-3938-2 (paperback) Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. California: Harry K. Wong Publications. Taskstream: Web-based Teacher Management System Essential Questions:
What is inquiry based learning, and how can it be accomplished?
How do students develop concepts in science at the secondary level?
To what extend does teaching from the perspective of student learning impact instructional choices?
What is the relationship between classroom assessment strategies and student learning?
Participants in EDUC 4606 will: ·design and implement differentiated instructional strategies; ·design and evaluate learning objectives; ·design lessons built upon the NJCCCS ·design at least one subject area unit plan comprised of five or more lessons; ·design subject area instruction that incorporates principles of reading and writing across the curriculum; ·teach a variety of self-designed lessons for peers; and ·self reflect and provide feedback to peers Students will demonstrate: ·presentation and communication skills at near novice teacher levels or higher, ·general written communication at professionally expected levels, and ·effectiveness in working with peers in a collegial setting. Course Objectives: Students will be able to demonstrate skills and knowledge to make decisions regarding the:
relationships between state and national standards and recent publications regarding instructional standards,
selection and demonstration of effective teaching strategies,
selection of materials, technology, and/or tools to enhance learning,
innovative use of technology in instruction,
functioning in the school environment, and
relationship between assessment and learning
Course Outline: During each class session, students will develop an understanding of a major area within methods of teaching science. This is meant as a guide and may be adjusted based on students' previous experiences and current needs. These topics include but are not limited to:
Teaching Strategies/Inquiry
State & National Curriculum Standards
Lesson/Unit Planning & Development
Questioning Strategies
Problem Solving in the Classroom
Technology in Instruction
Interdisciplinary Projects
Assessment
Assessments: Lesson Observation/Reflection Reports from the Field (10 Points) Observe and analyze 5 lessons that demonstrate your understanding of teaching terminology and practices. Each report must include a scripting of the lesson, as well as explicit statements of the lesson’s objectives, assessments, procedures, and closure, as observed. Each report must include a thorough and thoughtful reflection that discusses the make-up of the class, student participation in the lesson, the overall effectiveness of the lesson in meeting learning objectives, and possible ways of improving the lesson’s procedures or learning outcomes. Whole Class Instructional Practice Reports (9 Points) With your cooperating teacher, plan, schedule, and teach as many lessons/classes as you are both reasonably comfortable with over the course of the semester.The more experience you can get teaching, the better prepared you will be for Student Teaching. You are required to report on 3 specific lessons you designed and taught in the fieldwork placement. Each of these reports must include the following elements:
Lesson plan using the Stockton Intermediate Fieldwork Report Format on Taskstream, submitted in hardcopy
Three student artifacts from lesson
Reflective analysis of the student artifacts, what they tell you about learning outcomes, how you might make changes based on these artifacts/outcomes, etc.
Any essential materials, handouts, assessment instruments, etc, used in the lesson
These lessons may be based on your work from EDUC 4606, other original plans, or the cooperating teacher’s own plans for the semester.In any case, you must develop and document the lesson using Taskstream.Submit in hardcopy Science Lesson Plan/Peer Teaching and Reflection (20 points): Students will design and teach a standards-based, inquiry science lesson to a group of their peers.Special attention needs to be given to questioning strategies, assessment techniques, and the integration of other curricular areas.The lesson plan must be submitted on Taskstream and use the 5E model as a guide. Reflection Paper (10 points): A written two-page analysis of your lesson presentation is due the week after collaborative reflection session.The reflection paper must be a thoughtful analysis of your lesson presentation along with an outline on how you would improve the lesson in the future. First Day of School Lesson Plan & Presentation (: Students will design and teach a lesson plan for the first day of school.Guidelines for lesson will be distributed at the appropriate time. One Page Reflections (Wong Book) (8 points): Students will type a one page reactionary summary of the reading from Harry Wong’s book. Instructional Unit (20 points): A standards based two-week unit with a science studies topic as the overarching theme will be developed.The lesson plan will be developed on Taskstream.You will also need to develop the student sheets and any other supporting materials needed for each of your lesson plans. Journal Article Reviews (10 points): Students will find two current peer-reviewed journal articles relating to science education and submit a reactionary summary of each article.The articles will also be discussed in class. Participation: (8 Points): Students are expected to participate in all class discussions and online. Tardiness: Attendance is taken at the start of each class. For each time you are marked tardy, your final grade will be lowered by half a letter grade. Absences: Missing class will adversely affect your grade, as you will miss content, the team projects, discussions, and presentations. Missing one class will bring your final grade down one full letter grade. Missing two classes will bring your final grade down two full letter grades. Missing three classes will bring your final grade down three full letter grades. Missing four classes will bring your final grade down four full letter grades. Accommodations for students with Special Needs Richard Stockton College complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.Students with disabilities who seek accommodations should make their requests through the Learning Access Program in WQ110—609-652-4988.More information is available at http://www2.stockton.edu/wellness. Course Evaluation A student’s grade is a mathematical representation of her or his demonstrated mastery of the course objective and expectations. Students should monitor their own progress and consult with their instructor if they have specific concerns. Stockton Grading Scale
A
A-
B+
B
B-
C+
C
C-
D
F
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
60-69
0-59
Breakdown of Grades: Lesson Observation/Reflection reports2 each10 Instructional Practice Reports3 each9 First Day of School Presentation1515 One Page Reflections (Wong Book)2 each10 Science Lesson Plan, Peer Teaching/2020 Reflection Paper Unit Plan2020 Journal Article Reviews5 each10 Participation66 TOTAL100 points
Week
Topics
Readings and Assignments Due
January 19th
Introduction to the Class/Meeting the Needs of All Learners
Start Search for Journal Article #1
January 26th
Introduction to Inquiry Based Instruction First Days of School
Wong Unit A & B (one page reflection due)
February 2nd
Learning About Inquiry First Days of School
Read Llewellyn: Chapters 1 & 2 Wong Unit C Ch.11-15 (one page reflection due) Article Summary #1 Due
February 9th
Developing a Philosophy for Inquiry First Days of School
Read Llewellyn: Chapter 3 Wong Unit C Ch.16-20 (one page reflection due)
February 16th
Traditional vs. Inquiry-Based Classrooms First Days of School
Read Llewellyn: Chapter 4Wong Unit D Ch.16-20 (one page reflection due)
February 23rd
Integrating Inquiry-Based Activities First Days of School
Read Llewellyn: Chapter 5 Wong Unit E (one page reflection due) Turn In Lesson Observation Reports (5)
March 2nd
1st Day of School Presentations Modifying Traditional Labs
Read Llewellyn: Chapter 6 1st Day of School Lesson Due
March 9th
NO Class –Preceptorial Advising
March 16th
NO Class –Spring Break
March 23rd
1st Day of School Presentations Managing the Inquiry-Based Classroom
Science Content lesson due Read Llewellyn: Chapter 7
EDUC 4606: Methods of Teaching Science
Spring 2010
David L. Werner
David.Werner@stockton.edu
Room B103
Course Description:
The Methods of Teaching Science course is in preparation for student teaching in the sciences. The course explores the objectives, methods, materials, techniques, and alternative models for teaching science. Selection and organization of materials, along with the development of one's individual teaching style, are emphasized.
Co-requisite: EDUC 4120 and EDUC 4600
Required Texts:
Llewellyn, Douglas Teaching High School Science Through Inquiry: A Case Study Approach.
Corwin Press, 2005. ISBN #978-0-7619-3938-2 (paperback)
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. California: Harry K. Wong Publications.
Taskstream: Web-based Teacher Management System
Essential Questions:
Participants in EDUC 4606 will:
· design and implement differentiated instructional strategies;
· design and evaluate learning objectives;
· design lessons built upon the NJCCCS
· design at least one subject area unit plan comprised of five or more lessons;
· design subject area instruction that incorporates principles of reading and writing across the curriculum;
· teach a variety of self-designed lessons for peers; and
· self reflect and provide feedback to peers
Students will demonstrate:
· presentation and communication skills at near novice teacher levels or higher,
· general written communication at professionally expected levels, and
· effectiveness in working with peers in a collegial setting.
Course Objectives:
Students will be able to demonstrate skills and knowledge to make decisions regarding the:
Course Outline:
During each class session, students will develop an understanding of a major area within methods of teaching science. This is meant as a guide and may be adjusted based on students' previous experiences and current needs. These topics include but are not limited to:
- Teaching Strategies/Inquiry
- State & National Curriculum Standards
- Lesson/Unit Planning & Development
- Questioning Strategies
- Problem Solving in the Classroom
- Technology in Instruction
- Interdisciplinary Projects
- Assessment
Assessments:Lesson Observation/Reflection Reports from the Field (10 Points)
Observe and analyze 5 lessons that demonstrate your understanding of teaching terminology and practices.
Each report must include a scripting of the lesson, as well as explicit statements of the lesson’s objectives, assessments, procedures, and closure, as observed.
Each report must include a thorough and thoughtful reflection that discusses the make-up of the class, student participation in the lesson, the overall effectiveness of the lesson in meeting learning objectives, and possible ways of improving the lesson’s procedures or learning outcomes.
Whole Class Instructional Practice Reports (9 Points)
With your cooperating teacher, plan, schedule, and teach as many lessons/classes as you are both reasonably comfortable with over the course of the semester. The more experience you can get teaching, the better prepared you will be for Student Teaching.
You are required to report on 3 specific lessons you designed and taught in the fieldwork placement.
Each of these reports must include the following elements:
These lessons may be based on your work from EDUC 4606, other original plans, or the cooperating teacher’s own plans for the semester. In any case, you must develop and document the lesson using Taskstream. Submit in hardcopy
Science Lesson Plan/Peer Teaching and Reflection (20 points): Students will design and teach a standards-based, inquiry science lesson to a group of their peers. Special attention needs to be given to questioning strategies, assessment techniques, and the integration of other curricular areas. The lesson plan must be submitted on Taskstream and use the 5E model as a guide.
Reflection Paper (10 points): A written two-page analysis of your lesson presentation is due the week after collaborative reflection session. The reflection paper must be a thoughtful analysis of your lesson presentation along with an outline on how you would improve the lesson in the future.
First Day of School Lesson Plan & Presentation (: Students will design and teach a lesson plan for the first day of school. Guidelines for lesson will be distributed at the appropriate time.
One Page Reflections (Wong Book) (8 points): Students will type a one page reactionary summary of the reading from Harry Wong’s book.
Instructional Unit (20 points): A standards based two-week unit with a science studies topic as the overarching theme will be developed. The lesson plan will be developed on Taskstream. You will also need to develop the student sheets and any other supporting materials needed for each of your lesson plans.
Journal Article Reviews (10 points): Students will find two current peer-reviewed journal articles relating to science education and submit a reactionary summary of each article. The articles will also be discussed in class.
Participation: (8 Points): Students are expected to participate in all class discussions and online.
Tardiness: Attendance is taken at the start of each class. For each time you are marked tardy, your final grade will be lowered by half a letter grade.
Absences: Missing class will adversely affect your grade, as you will miss content, the team projects, discussions, and presentations. Missing one class will bring your final grade down one full letter grade. Missing two classes will bring your final grade down two full letter grades. Missing three classes will bring your final grade down three full letter grades. Missing four classes will bring your final grade down four full letter grades.
Accommodations for students with Special Needs
Richard Stockton College complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities who seek accommodations should make their requests through the Learning Access Program in WQ110—609-652-4988. More information is available at http://www2.stockton.edu/wellness.
Course Evaluation
A student’s grade is a mathematical representation of her or his demonstrated mastery of the course objective and expectations. Students should monitor their own progress and consult with their instructor if they have specific concerns.
Stockton Grading Scale
Breakdown of Grades:
Lesson Observation/Reflection reports 2 each 10
Instructional Practice Reports 3 each 9
First Day of School Presentation 15 15
One Page Reflections (Wong Book) 2 each 10
Science Lesson Plan, Peer Teaching/ 20 20
Reflection Paper
Unit Plan 20 20
Journal Article Reviews 5 each 10
Participation 6 6
TOTAL 100 points
First Days of School
First Days of School
Wong Unit C Ch.11-15 (one page reflection due)
Article Summary #1 Due
First Days of School
Wong Unit C Ch.16-20 (one page reflection due)
First Days of School
First Days of School
Wong Unit E (one page reflection due)
Turn In Lesson Observation Reports (5)
Modifying Traditional Labs
1st Day of School Lesson Due
Managing the Inquiry-Based Classroom
Read Llewellyn: Chapter 7
Discuss Articles
Assessing Inquiry
Article Summary #2 Due
Read Llewellyn: Chapter 8
Viewing Videos—Reflections
This is a tentative schedule. Due dates and topics may change throughout the course of the semester.